Lesson 10 (CVC Practice (a, i))

Lesson 11 (Nasalized A (an, am))

Lesson 12 (o /ŏ/)

Lesson 13 (d /d/)

Lesson 14 (c /k/)

Lesson 15 (u /ŭ/)

Lesson 16 (g /g/)

Lesson 17 (b /b/)

Lesson 18 (e /ĕ/)

Lesson 19 (Short Vowel Review (all))

Lesson 20 (-s /s/)

Lesson 21 (-s /z/)

Lesson 22 (k /k/)

Lesson 23 (h /h/)

Lesson 24 (r /r/ Part 1)

Lesson 25 (r /r/ Part 2)

Lesson 26 (l /l/ Part 1)

Lesson 27 (l /l/ Part 2)

Lesson 28 (w /w/)

Lesson 29 (j /j/)

Lesson 30 (y /y/)

Lesson 31 (x /ks/)

Lesson 32 (qu /kw/)

Lesson 33 (v /v/)

Lesson 34 (z /z/)

Lesson 35 (Short A Review)

Lesson 36 (Short I Review)

Lesson 37 (Short O Review)

Lesson 38 (Short A, I, O Review)

Lesson 39 (Short U Review)

Lesson 40 (Short E Review)

Lesson 41 (Short Vowel Review (all))

Lesson 42 (FLSZ Spelling Rule)

Lesson 43 (-all, -oll, -ull)

Lesson 44 (ck /k/)

Lesson 45 (sh /sh/)

Lesson 46 (th /th/ (voiced))

Lesson 47 (th /th/ (unvoiced))

Lesson 48 (ch /ch/)

Lesson 49 (Digraphs Review 1)

Lesson 50 (wh /w/, ph /f/)

Lesson 51 (ng /ŋ/)

Lesson 52 (nk /ŋk/)

Lesson 53 (Digraphs Review 2)

Lesson 54 (a_e /ā/)

Lesson 55 (i_e /ī/)

Lesson 56 (o_e /ō/)

Lesson 57 (VCe Review 1; e_e /ē/)

Lesson 58 (u_e /ū/, /yū/)

Lesson 59 (VCe Review 2)

Lesson 60 (_ce /s/)

Lesson 61 (_ge /j/)

Lesson 62 (VCe Review 3; Exceptions)

Lesson 63 (-es)

Lesson 64 (-ed)

Lesson 65 (-ing)

Lesson 66 (Syllables)

Lesson 67 (Closed/Closed)

Lesson 68 (Open and Closed)

Lesson 69 (tch /ch/)

Lesson 70 (dge /j/)

Lesson 71 (tch, dge Review)

Lesson 72 (Long VCC: -ild, -old,  -ind, -olt, -ost)

Lesson 73 (y /ī/)

Lesson 74 (y /ē/)

Lesson 75 (-le)

Lesson 76 (Ending Patterns Review)

Lesson 77 (ar /ar/)

Lesson 78 (or /or/, ore /or/)

Lesson 79 (ar, or, ore Review)

Lesson 80 (er /er/)

Lesson 81 (ir /er/, ur /er/)

Lesson 82 (Spelling /er/: er, ir, ur, w + or)

Lesson 83 (R-Controlled Vowels Review)

Lesson 84 (ai /ā/, ay /ā/)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

Lesson 86 (oa /ō/, ow /ō/, oe /ō/)

Lesson 87 (ie /ī/, igh /ī/)

Lesson 88 (Vowel Teams Review 1)

Lesson 89 (u /oo/, oo /oo/)

Lesson 90 (oo /ū/)

Lesson 91 (ew /ū/, ui /ū/, ue /ū/)

Lesson 92 (Vowel Teams Review 2)

Lesson 93 (au /aw/, aw /aw/, augh /aw/)

Lesson 94 (ea /ĕ/, a /ŏ/)

Lesson 95 (oi /oi/, oy /oi/)

Lesson 96 (ou /ow/, ow /ow/)

Lesson 97 (Vowel Teams and Diphthongs Review)

Lesson 98 (kn /n/, wr /r/, mb /m/)

Lesson 99 (Suffixes; -s/-es)

Lesson 100 (-er, -est)

Lesson 101 (-ly)

Lesson 102 (-less, -ful)

Lesson 103 (Prefixes; un-)

Lesson 104 (pre-, re-)

Lesson 105 (dis-)

Lesson 106 (Affixes Review)

Lesson 107 (Doubling Rule: -ed, -ing)

Lesson 108 (Doubling Rule: -er, -est)

Lesson 109 (Drop E Rule)

UFLI

- Use 3-5 words per sentence.
- Use a maximum of 5 sentences.
- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up). 
- ONLY use 1 syllable words.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

Max is an ant. Max is fit and tan. Max can sit in a pan. Max nips at a tin. Max naps in the pan. Max is a fan of naps.

Sam is an ant. Sam is tan and fit. Will Sam sip it?

Sam is a small, tan ant who loves to explore. One day, while out on an adventure, he finds something sticky and sweet! What will happen when Sam decides to take a nap in an unexpected spot? Read to find out what surprises await Sam!

Sam the Ant

- Use 3-8 words per sentence. 
- Vary sentence structure and composition. 
- Generate 8-10 sentences 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

Matt was in a dark room. He held a cake. "Cake is yum," he said. Matt saw a game box. "I want to play!" he said. He lit a lamp. The light was soft. Matt ate a cake slice. "I am a champ," he said. He kept the cake on a plate. A pig plush was on a bed. Matt gave the pig a name. "You are Jake the Pig," he said. Matt felt snug and well.

Matt sits with his mom as the room grows dark. They light wax sticks and mom shares a tale of bravery. Will Matt find courage in the story?

Matt is sitting in a dark room with his mom because the power is out. He feels a chill and is a bit scared of the dark. Mom finds a box with wax sticks and decides to light eight of them, promising to share an important story with Matt. What is the story behind the eight flames, and how does it make Matt feel brave? Read to find out how Matt's special night unfolds!

The Wax Sticks

- Use 3-10 words per sentence. 
- Generate 8-12 sentences 
-Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a cohesive beginning, middle, and end (do not end the story with "the end") 

"Chandler, the hamster, loved to play with his ball." 



"He would roll it under the table and over the rug."



"Sometimes, Chandler would perch on top of his ball."



"From there, he could see his whole world."



"In the winter, Chandler was warm in his home. He would watch the flakes fall."



"But in the summer, he would run in his hamster ball in the garden."



"Chandler loved the garden in the summer. 



"He would smell the flowers. He would run under the ferns and over the path."



"Winter came, and Chandler saw a letter close to his cage. It was an invite to his sister's party."



"With a chill, Chandler said, 'I wonder if there is frost in the garden?'.



"He swept his home, thinking of a plan. He liked his warm home."



"After a while, he saw his scarf!"



"Chandler put on his best scarf and went to the garden."



"He had a great time with his sister and his friends."



"After the party, Chandler put his scarf in his closet, smiled, and went to bed."

Chandler, the hamster, loved to play with his ball. He would roll it under the table and over the rug. Will Chandler discover something new on his adventures?

Chandler the hamster loves rolling and playing in his ball. One chilly day, he wonders if he can still play in the garden despite the cold. Will Chandler find a way to enjoy the garden even when it's frosty outside? Read to find out how Chandler's chilly adventure unfolds!

The Winter Letter 

"Chad, the bull, likes to kick."

"He can kick a ball far."

"Chad sees a duck on a rock."

"He tries to kick the duck, but misses."

"Chad feels a bit stuck."

"He needs to get back to the pack."

"Chad has an idea, he will pick up a stick."

"With the stick, he can push off the rock."

"Chad is free, he can go back to the pack."

"He learned his luck is in his knack."

Chad the bull likes to kick. He sees a duck stuck under a rock. Can Chad help the duck and still get back to his pack?

Chad the bull loves to kick things far and wide. One day, he spots a duck stuck under a heavy rock. Can Chad use his kicking skills to save the duck without getting stuck himself? Read to find out how Chad's adventure unfolds!

"Mick's Kick"

- Use 3-5 words per sentence.
- Use a maximum of 7 sentences.
- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up). 
- ONLY use 1 syllable words.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

Pup is a pup. 
Pup sat in mud.
Pup is sad.
Mum to the pup.
"Up, up," said Mum. 
Mum got a cup. 
Mum put Pup in the cup. 
Pup is not sad. 
Pup is fun. 


The Cup Cut Mum

"Mike, the mule, lived in the hills."



"One day, Mike wanted to sing."



"He decided to give it a try."



"But his voice was not like a dove."



"Mike was sad, but he didn't give up."



"He kept practicing till the sun was gone."



"The next day, he felt more brave."



"He sang his song until it was done."



"Other animals came to listen to his song."



"Mike, the mule, had found his love for songs."

Mike the mule lives in the hills. He wants to sing for his pals. Will Mike's voice thrill or will he face a tough test?

Mike the mule has a big dream of singing on stage for his friends. However, when he starts to sing, his voice doesn't sound sweet at all. Will Mike find a way to improve his singing and fulfill his dream? Read to find out how Mike tackles his musical challenge!

Mike on Stage

- Use 3-5 words per sentence.
- Use a maximum of 7-10 sentences.
- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up). 
- ONLY use 1 syllable words.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

"Rob, the cub, sat."

"Rob, the cub, is in a box."

"Rob, the cub, sips milk."

"Rob, the cub, has a map."

"Rob, the cub, met a bug."

"Rob, the cub, digs in mud."

"Rob, the cub, naps on mat."

"Rob, the cub, sees a bird."

"Rob, the cub, sits on a log."

"Rob, the cub, has a red ball."

"Rob, the cub, plays with a cat."

"Rob, the cub, is not sad."

Stef is a hen. Stef hunts bugs but bumps into pigs. Can Stef find a snug spot to rest?

Stef is a happy hen who loves to hum and hunt bugs. But one day, while Stef is enjoying the sun, she gets bumped by some playful pigs! What will Stef do to find peace again? Read to find out how Stef solves her problem!

Stef and the Pigs

Ben is a bee. Ben likes the sun. Ben sees big buds. Ben nabs a twig. Ben sits on the twig. Ben sees the big sun. Ben is happy.

Ben Cuts the Buds

Mom sat.
Mom got a mat.
Mom got a cup.
Mom sips.
Mom naps on the mat.
The cat naps.
The cat sits. 


Mom's Ten Cats

Deb is a bug. 
Deb sat on a mat. 
Deb gets up. 
Deb pats the cat. 
The cat naps on the mat. 
The cat has a nap. 
Deb sits. 


Bud Nips Deb

Ben is a zebra. Ben sat on a mat. Ben got a pen and a pad. Ben sat and did a sum. Ben put the pen on the bed. Ben is a zebra. 


Ben Wants a Pet

Mom is at the mat.  The pot is on the mat.  "Tom, sit!"  Tom is not a man.  Tom is a fat cat!  "If Tom is on the mat, I will tip the pot," Mom said.  "If the pot tips, Tom will not sit!"  "Pop!"  The top is not on the pot.  Mom has the mop.  "I am Mom and I am in!"  Mom sat. 


Mom and the Pot

Rocky, the fluffy puppy, loved his happy family. His family was funny, and his home was cozy. Rocky felt lucky every day. 



One sunny day, the bell rang. It was Teddy, his mom's buddy. 



Teddy had a big smile and a plan. "I want to take Rocky to the park," Teddy said. 



It would be a fun party for Rocky. But Rocky was a tiny bit scared



 He loved walks, but he wanted his mommy to come. He looked up at her with his big, puppy eyes. 



"It's okay, Rocky," she said with a pat. "Teddy will take good care of you."



Rocky walked with Teddy. It was a very sunny day!



The city was busy. But there was a muddy dog park with green grass where dogs could run and play.  



At the park, Teddy let Rocky run. "Go play, Rocky!" he said. 



Ring! Ring! Teddy's phone rang. He was very chatty.



Teddy was so chatty on his phone that he did not see Rocky go past the gate. "Oh no! Where's Rocky?" Teddy said.



He ran to the gate, calling, "Rocky!!" But luck was on their side. There was one more gate, and Rocky couldn't get past it. 



"Rocky, there you are!" Teddy said. 



"Let's go home, buddy," Teddy said. Rocky wagged his tail. 



When they got home, Rocky barked. "Mommy!!" Rocky jumped into her arms.



Rocky was so happy to be home. He even felt a bit brave. 

Rocky, a fluffy puppy, loved his cozy home and funny family. One sunny day, Mandy took him to a busy dog park, but Rocky was a tiny bit scared. Will Rocky find fun at the park or wish for his mommy?

Rocky, the fluffy puppy, loves his cozy home and his funny family. One day, his mom's buddy, Mandy, takes him to a big, busy park, but Rocky feels a tiny bit scared without his mommy. What happens when Rocky gets a chance to explore on his own? Read to find out how Rocky's adventure unfolds!

Rocky at the Park

I am Bud. I am a cub. 



I see a bug! 



I am a fan of the bug. 



I can not get the bug. 



I see an ant. 



It bit me! 



I am sad. 



But I see my dad. 



I can get my dad! 

Bud is a cub. He is a fan of a bug. But he can not get it. What will Bud do next?

Bud is a little cub exploring the forest. He spots a bug he really likes but can't seem to catch it! What happens when Bud turns his attention to an ant instead? Read to find out how Bud's adventure unfolds!

Bud the Cub

Kim is a kid.
Kim sees the sun.
Kim sees the mud.
Kim kept the mask on. 
Kim can skip.
The mask is on Kim.
Kim asks to get a kit. 


Kim's Mask

"Chad, the fox, had a job."



"He had to fill a sack with nuts."



"Chad saw a tall hill."



"He had to climb the hill to find the nuts."



"Chad had a puff and a huff."



"He did not give up. He had the will."



"Chad found a tree with nuts."



"He had to shake the tree to get the nuts."



"Chad did his job well."



"He felt glad and went back to his den."

Chad the fox has a job. He must fill a sack with nuts. Will Chad get the nuts from the top of the hill?

Chad the fox has an important job to do. He needs to fill a sack with nuts, but they are at the top of a tall hill. Will Chad make it up the hill to gather the nuts? Read to find out how Chad's adventure unfolds!

Up the Hill

- Use 3-10 words per sentence.
- Generate 12-18 sentences
- Vary sentence structure and composition through a 'show not tell' story style. 
- Use dialogue and sensory details to support the 'show not tell' style.
- Use mostly 1-syllable words 
- The story should have a cohesive flow with a problem and solution.

"Lily the otter was known for her skill at swimming in the sea."

"She loved to play and explore, but she had a problem."

"Lily was always getting distracted and would swim off in another direction."

"One day, Lily decided to discover a new part of the sea."

"She swam happily for a while, but then she got distracted by a shiny object."

"She swam towards it, but she didn't notice she was getting further away from home."

"By the time Lily looked up, she couldn't see her home anymore."

"She felt a sense of panic and began to swim back, but she was lost."

"Lily began to cry, but then she remembered something her mother had taught her."

"She decided to stop crying and think about what her mother would do."

"She remembered her mother saying that if you get lost, just stay still."

"So, Lily floated on her back and waited for help to come."

"Meanwhile, Lily's mother had noticed she was missing."

"She asked the other otters if they had seen Lily, but no one had."

"Lily's mother decided to swim out and look for Lily."

"After a while, Lily's mother spotted Lily floating on her back."

"She quickly swam to Lily and helped her find her way back home."

"Lily was so relieved and promised to never get distracted again."

"From that day on, Lily was more careful and never got lost again."

"She had learned her lesson and was a much happier otter."

Lily the otter loved to swim in the sea. She always got distracted while exploring. What will happen when Lily swims too far from home?

Lily the otter loves swimming and exploring the sea. But she has a big problem: she gets easily distracted and loses her way. What will happen when Lily swims too far from home and can't find her way back? Read to find out how Lily solves her problem and learns an important lesson!

Lily the Otter Gets Distracted

"Dave the bat woke in his cave."



"He flew to the pond for a sip of water."



"Dave saw a fish and gave it a poke."



"He then flew in a dark zone to get home."



"Dave felt a chill, he was not alone."



"A mole came out. It had a stone."



"Dave spoke to the mole with a soft tone."



"The mole gave Dave the stone, a gem that shone."



"Dave was now glad that he was not alone."



"Dave and the mole then shared a home in a warm dome."

Dave the bat woke in his cave. He felt a chill and was not alone. What will Dave do when he meets the mole with a stone?

Dave the bat woke up in his dark, cozy cave. But when he flew out to get some water, he felt a strange chill and realized he wasn't alone. Who could be with Dave in the dark, and why do they have a stone? Read to find out how Dave's night turns into an unexpected friendship!

Dave and the Mole

Dad sat.
Dad got a map.
Dad got a cup.
Dad sips.
Dad pats the pup.
The pup naps.
Dad naps. 


Dad and the Bats

- Use 3-10 words per sentence. 
- Generate 8-10 sentences 
- Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

"Channing landed on lush grass."



"She was looking for a safe resting spot." 



"She went into a den by a rose bush, the best spot for sleeping."



"But then, there was a flashing in the sky."



"Channing left the den, asking, 'Are my pals doing okay?'"



"Then she saw a lost duckling sinking in the water. It was struggling!"



"Channing, pulling with all she could, saved the lost duckling."



"They hid in the den as the rain was falling."



"Channing and the duckling woke up. The sun shone on the wet land."



"Then, Channing and the duckling spent the day fishing."



"The duckling was dancing with joy, but he still felt longing for his flock."



"Channing thought of helping him."



"She let out a calling, her squawk ringing across the grass."



"The duckling's flock came, landing on the big rocks."



"The duckling ran to them. He looked back, thanking Channing with a nod."

Channing landed on lush grass. She was looking for a safe resting spot. What will happen when Channing spots a duckling in danger?

Channing the bird finds a cozy spot by a rose bush to rest. But her peace is quickly disturbed by a storm and a duckling in danger! Will Channing be able to save the duckling and find his family? Read to find out how their adventure unfolds!

The Lost Duckling

"Gus the bug was snug in his den."

"He had a big, red plum."

"Gus saw a jug and had an idea."

"He will use the jug to make a drum."

"Gus dug up a stick and a lump of mud."

"He stuck the stick in the jug, and the drum was done."

"Gus began to drum and jump with joy."

"His pals, the ants, came to see what the fuss was about."

"Gus shared his plum and drum with his pals."

"They had a fun day, and Gus felt just right."

Max the bug was snug in his den. He had a big, red plum. What will Max do with the jug and the plum?

Max the bug loves to be snug in his den. But today, he finds a big, red plum and spots an old jug. What will happen when Max tries to turn the jug into a drum? Read to find out how Max and his pals make music together!

Max and the Drum

Tig is a pig.  Tig got in mud.  Tig is sad.  Tig got mud on his mug.  "I am sad," said Tig.  Mom said, "Do not nag."  "I can pat the mud."  "I got this."  Mom got a mop.  Mom can mop up mud.  Tig is not sad.  Tig is a fun pig. 


Gus Got a Top

Pup is a pup.
Pup is sad.
Pup is in mud.
Pup got up.
Pup ran up.
Pup is not sad.
Pup is fun. 
Pup sat. 
Pup is a fun pup. 


Pup in the Mud

- Use 3-10 words per sentence.
- Generate 10-15 sentences
- Vary sentence structure and composition through a 'show not tell' story style. 
- Use dialogue and sensory details to support the 'show not tell' style.
- Use mostly 1-syllable words 
- The story should have a cohesive flow with a problem and solution.

"Deep in the woods, Owen the woodpecker made a cozy home in a tall redwood tree."



"Owen liked to tap and dig into the wood of the tree. He looked for bugs and sap to munch on. With his sharp bill, he made lots of holes in the bark. He felt full."



"One misty morning, Owen spotted an odd thing on the path near the brook. 'What is that?' he wondered."



"Owen flew down to have a look. It was a big, bright book with a red cover. Owen had not seen such a thing in the woods."



"With a flap of his wings, Owen got close. He gave the book a push with his bill. The book opened. It had lots of words and drawings."



"Just then, a gust of wind rushed past him. The pages in the book turned. Owen pecked at the pages, but they kept turning over and over."



"At last the pages stopped. A fox came over and said, 'What have you got there, Owen?'"



"'I do not know,' said Owen. 'Oh! It's a book,' said the fox. 'Books tell stories and help us learn. I can read it if you want.'"



"Owen said, 'Yes, please!' The fox read a story about a king on a ship fighting monsters in the sea. It was all so strange and grand."



"When the tale was done, Owen thanked the fox. 'Are there more books in the woods?' Owen asked the fox. 'Yes! Tomorrow, I can take you to a library with lots of books like these, said the fox."



"'Yes, I'd love that,' Owen replied. Owen could not wait. He felt glad to have found the book and happy that the fox helped him read. This book opened up his world. He wondered how many more books there were in the library."



"As the sun set, Owen flew back to his home. He could not wait to find more books. As he fell asleep, he dreamed of kings on ships and monsters."

Owen the woodpecker lives in a tall redwood tree. He discovers a mysterious book in the woods. What new worlds will Owen explore with the help of his new friend?

Owen the woodpecker lives happily in a tall redwood tree. One day, he finds something unusual in the woods—a bright red book! What adventures will the book reveal to Owen? Read to find out what happens next!

The Book

"Flint is a dog.  
Flint sees a slug.  
The slug slips in mud.  
Flint spins and flops.  
The dog did slip.  
Flint rests on a log.  
The log is flat.  
Flint spots a blob.  
Blobs are in the pond.  
A clan of elk trot.  
Elk clomp past Flint.  
Flint is glad."

Flint is at camp. He sees a slug and slips in the mud. Will else will Flint do at camp?

Flint is spending his day at camp. Soon, he find a slippery slug and some green blobs in the pond. What will Flint discover next in this muddy, wild place? Read to find out what happens in Flint's day at camp!

Flint at Camp

"Sam the fox got a red hat."

"He sat on a log."

"Sam saw a hen."

"She was in a net."

"Sam lent a hand."

"He let the hen go."

"The hen left the net."

"Sam felt glad."

"Sam went to bed."

Sam the fox had a red hat. He saw a hen in a net. Can Sam help the hen?

Sam the fox loves his red hat. One day, while sitting on a log, he spots a hen caught in a net. Can Sam help the hen escape and feel glad? Read to find out what happens next!

"Sam and the Hen"

"Avery the dragon lived in a city."



"Avery was not like any other dragon. She was kind and gentle."



"She had a shiny, golden scale that she kept hidden."



"One day, a puppy saw her shiny scale. Avery let the puppy look at her scale."



"But then the puppy was crying, and Avery felt sad for him."



"'Why are you crying?' asked Avery. 



"The puppy told Avery that he was lost."



"'I can help!' said Avery. With her big wings, Avery took off."



"Avery was looking for the puppy's mom from the sky."



"'There!' yelled Avery. 



"From up in the sky, she could see a dog that looked just like the puppy."



"She gently landed in front of the puppy's mom."



"The mom was so happy to see her son safe. 



"Yasmin felt happy too. She had helped a puppy in need."



"All of the dogs in the city clapped for Avery."



"From that day on, Avery was not just a dragon, but a hero."



"She showed everyone that dragons could be kind and helpful too."

Avery the dragon lived in a city. She had a shiny, golden scale that she kept hidden. What will happen when a lost puppy sees Avery's hidden scale?

Avery the dragon lived in a bustling city, different from any other dragon with her kind and gentle nature. One day, her shiny, golden scale catches the eye of a lost puppy, leading to an unexpected adventure. Will Avery be able to help the puppy find his way back home? Read to find out how Avery shows the city the true heart of a dragon!

The Dragon and the Lost Puppy

- Use 3-10 words per sentence. 
- Generate 8-10 sentences 
- Only use 1-syllable words.
- Vary sentence structure and composition. Use dialogue when possible. 
- The story should have a plot (do not end the story with "the end")

"Colin, the puffin, lived in a cabin."



"He had a habit of flying until sunset."



"One day, he looked at a jacket in his cabin."



"He picked it up and found a ticket in the pocket."



"Jackpot!"



"The ticket was for a softball game at the sandlot."



"Excited, Colin flew rapidly to the distant sandlot."



"He watched the game until it ended at sunset."



"Back at his cabin, Colin patted his jacket pocket, a new habit."



"He slept, dreaming of the next ticket he could find."



"From that day on, Colin loved the game of softball."

Colin, the puffin, lives in a cabin. He discovers a ticket in his jacket pocket. What adventure awaits Colin at the sandlot?

Colin, the puffin, lived in a cozy cabin by the sea. One day, he discovered a forgotten ticket in the pocket of his old jacket. What adventure awaits Colin at the softball game at the sandlot? Read to find out how Colin's new passion for softball begins!